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LIBRARY OF CONGRESS 


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blackboard 
Reading Lessons 

BY 

ANNA KLINGENSMITH 

*\ 

Primary Supervisor , Ft. Wayne , Ind.; author of “Household Stories" 
“Norse Gods," etc. 


ILLUSTRATED BY 

IDELLA cAKERS 



A. FLANAGAN COMPANY 

CHICAGO AND NEW YORK 














LIBRARY of CONGRESS 
Two Cepies Received 


JAN 21 1904 

^ Copyright Entry 

1 

CLASS XXc. No. 

1 ^ 1 3 

' COPY B 

__— 


COPYRIGHT, 1903 
BY 

A. FLANAGAN COMPANY 




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TYPOGRAPHY BY 

MARSH, AITKEN & CURTIS COMPANY 
CHICAGO 




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PREFACE 

The aim of this book is to furnish busy teachers 
with blackboard work which shall make attractive 
and useful reading matter for beginners while 
they are masterir^ the vocabulary demanded as a 
preparation for reading in books. Nearly all the 
primers widely in use are based on the child’s 
home environment. The lessons speak of the 
child, his father, his mother, the baby, the cat, the 
dog, the horse, the cow, the rabbit, etc. There is, 
therefore, a surprising similarity in the words used, 
although the books themselves may seem at a 
glance to be very different. The child who has 
mastered this common vocabulary is practically 
independent in his reading from the first. 

The outline of work here presented has been 
tested, and has been found to give the children the 
vocabulary with ease in three months, as well as to 
establish in them a habit of expressive reading. 
Very little help was found necessary in reading the 
first twenty-five pages of any of a half-dozen 
primers presented at the end of the three months, 
3 



4 


PREFACE 


these pages in each containing only a few words 
peculiar to that one book and these having fre¬ 
quently only a transient use. 

The lessons may be used equally well with the 
sentence or with the word method. 

After a few lessons by the word method, the child will 
know enough words to form sentences. These he will 
read, and the new words which are introduced apart 
from sentences will immediately be put into sentences. 

After a few lessons by the sentence method, the child 
will begin to detect the common elements in the several 
sentences, and will thus have his attention directed to 
individual words apart from their place in any one sen¬ 
tence.— Andrew Thomas Smith, Pd.D., in “Systematic 
Methodology.” 


OBJECTS IN VIEW IN FIRST WORK IN 
READING 

1. To teach the child to recognize the written 
forms of familiar thoughts. 

2. To get him to grasp the thought contained in 
new forms made up of words learned in No. i. 

3. To teach him to make out by sound words 
which are in his vocabulary, but for which he has 
not learned the written or printed form. 

4. To preserve the child’s natural expression. 


5 












3Siaciif)ciarti lleatung Wessons 


BOARD WORK 

J^EARLY all schools require that at least two 
or three months be spent in board work 
before the children are given books. This work 
is for the purpose not of teaching the children 
new words, but of enabling them to recognize 
the written forms of words and sentences with 
which they are already perfectly familiar. The 
lessons and devices given in this book have been 
found very efficacious in making this connection 
between the known—the child’s own thoughts, 
sentences and words—and the unknown, which 
is the written expression for the same. 

Children speak most expressively when they 
enter school, and if this admirable trait can be 
retained in spite of the mechanical difficulties of 
learning to read, they will be expressive readers— 


8 


BLACKBOARD READING LESSONS 


readers of thoughts, not mere pronouncers of 
words. 

At present many of the primers begin at once 
with the sentence method. All of them are 
mainly based upon it. That the children may be 
brought to the books, able to read as the books 
require, the preliminary work should follow the 
same method. 

The work is here presented in so simple a man¬ 
ner as to be most readily taken up by beginners. 
Only a few words are used during the first six 
weeks, but the variety, not only of form, but of 
thought expressed, is almost unlimited, the number 
of different sentences reaching into thousands. 
Only one word is changed at a time, but the 
actions to be performed in making the sentences 
express a thought at the moment present in the 
mind of the child do away with all idea of same¬ 
ness, fill the class with interest, and invariably give 
good expression, because the children are active 
both in mind and body. Let any one who doubts 
this try it and see. 

The following words are selected for the very 
first work as being those most frequently repeated 
in the first pages of the reading books, and 
because they are the names of objects easily 


BLACKBOARD READING LESSONS 


9 


obtained in any schoolroom—toys answering the 
purpose as well as the real objects, or perhaps 
better. 

The objects must be used, or all life and purpose 
will be taken out of the reading. When the child 
reads: “I see a doll,” he must be looking at one. 
When he reads: “You have a book,” he must read 
to a person who has a book in his hand. 


ball 

I 

and 

have 

in 

dog 

you 

white 

want 

on 

book 

he 

black 

like 


kitty 

she 

big 

see 


doll 

we 

little 

is 



I have a ball. 

I have a dog. 

I have a book, 
I have a kitty. 
I have a doll. 


You have a ball. 
You have a dog. 
You have a book, 
You have a kitty. 
You have a doll. 


10 


BLACKBOARD READING LESSONS 


He has a ball. 

He has a dog. 

He has a book. 
He has a kitty. 
He has a doll. 

She has a ball. 
She has a dog. 
She has a book. 
She has a kitty. 
She has a doll. 

We have a ball. 
We have a dog. 
We have a book. 
We have a kitty. 
We have a doll. 

I have a ball. 
You have a ball. 
He has a ball. 
She has a ball. 
We have a ball. 

I have a dog. 
You have a dog. 
He has a dog. 
She has a dog. 
We have a dog. 


BLACKBOARD READING LESSONS 


I I 


I have a book. 

You have a book. 

He has a book. 

She has a book. 

We have a book. 

I have a kitty. 

You have a kitty. 

He has a kitty. 

She has a kitty. 

We have a kitty. 

I have a doll. 

You have a doll. 

He has a doll. 

She has a doll. 

We have a doll. 

I have a ball and a book. 

I have a dog and a kitty. 

I have a doll and a kitty. 

You have a ball and a book. 
You have a dog and a kitty. 
You have a doll and a kitty. 

He has a ball and a book. 
He has a dog and a kitty. 
He has a doll and a kitty. 


12 


BLACKBOARD READING LESSONS 


She has a ball and a book. 
She has a dog and a kitty. 
She has a doll and a kitty. 


We have a ball and a book. 
We have a dog and a kitty. 
We have a doll and a kitty. 


I have a white ball. 

I have a white dog. 

I have a white book. 
I have a white kitty. 
I have a white doll. 

I have a black ball. 

I have a black dog. 

I have a black book. 
I have a black kitty. 
I have a black doll. 


You have a black ball. 
You have a black dog. 
You have a black book, 
You have a black kitty. 
You have a black doll. 


BLACKBOARD READING LESSONS 


13 


He has a black ball. 

He has a black dog. 

He has a black book. 
He has a black kitty. 
He has a black doll. 

She has a black ball. 
She has a black dog. 
She has a black book. 
She has a black kitty. 
She has a black doll. 

We have a black ball. 
We have a black dog. 
We have a black book. 
We have a black kitty. 
We have a black doll. 

I have a white ball. 
You have a white dog. 
He has a white book. 
She has a white kitty. 
We have a white doll. 


Go through the same series, using big and little . 
Any desirable number of the above sentences 
may be used, substituting want , like, see , for have. 


14 


BLACKBOARD READING LESSONS 


The ball is on the book. 

The dog is on the book. 

The doll is on the book. 

The kitty is on the book. 

The ball is in the book. 

The dog is in the book. 

The doll is in the book. 

The kitty is in the book. 

These sentences maybe made intricate if desired, 
after the children have mastered the simple forms 
and know the words. The following are examples 
of more difficult sentences: 

I have a white ball and a black ball. 

I want a big doll and a little doll. 

The little white doll is on the big black book. 

At first give these sentences in the order indi¬ 
cated, and in groups. Later proceed cautiously to 
mix them. 

A and the take care of themselves if merely 
introduced in their proper places and not brought 
too much to the child’s notice. Also, the singular 
and plural forms of the verbs, as has and have, 
come naturally into the child’s speech. 


BLACKBOARD READING LESSONS 


15 


First Step 

Put the objects named above, and other interest¬ 
ing objects and toys, into the children’s hands. 
Talk with the children about the objects until their 
tongues are loose; then lead them to express the 
thoughts in the above sentences—you, with an 
object in your hand, setting the example, using 
appropriate expression and gesture. 

When there is perfect freedom, say: “I will tell 
you, on the board, what I have,” and write: “I have 
a ball,” then, ball in hand, showing it as you speak, 
read the sentence. Let the children take the ball 
and read. Write the sentence in various places 
and with ball in hand, and have it read. 

Do not be afraid of telling your pupils in as 
many ways as possible what is on the board. The 
only way they can name a word or read a sentence 
at first is by being told. Make haste slowly at 
first; a little later the children can go faster. 

The next day use in the same way this sentence 
and one or two others; and so on, reviewing fre¬ 
quently. Suit fact, action, and gesture to the 
thought expressed by the sentence, and there will 
be no lack of expression and interest. The con¬ 
stant thinking and doing insure this. The child 
will be impressed from the start with the idea that 


1 6 BLACKBOARD READING LESSONS 

he reads to find out something, and will never get 
the notion that reading is saying words which, to 
his perception, have no more meaning when taken 
in connection with each other than when in a list. 

Review constantly, thus getting variety without 
taking the advance work too rapidly. Write the 
old sentences on the board, at first in order and 
then mixed, and let the children study them. 

Have a child make the sentence true before he 
reads it. If the sentence is: “We have a white 
kitty,” let the child pick out the toy, sit with 
another child, and read. To make the sentence 
true is the vital part. Expression in the reading 
follows. 

The work suggested above, together with the 
beginning of certain other reading work outlined 
farther on and to be taken up at a different time of 
day, may be done in the first six weeks of school. 

At the end of the first three or four weeks the 
drill on separate words may begin. This should 
not be taken in the same recitation period as the 
reading. Drill on the nouns first, objectively as in 
the reading; on the pronouns next; and on the 
other words in the order in which they are given 
above, because that is the order in which they are 
made prominent in the sentences. 


BLACKBOARD READING LESSONS 


1 7 


SOUND WORK 

Very soon after the children enter school begin 
to prepare them for the sound work. 

In expressing themselves children use many sen¬ 
tences and words. In their relations with grown 
people they hear the same. They are wholly 
unacquainted with elementary sounds. The first 
step, therefore, is to train the ear to detect the 
sounds that make up words. 

Children are exceedingly fond of gibberish, 
expressing their pleasure in it by laughter, by 
saying over anything of the kind which they 
have heard, and by inventing new combinations. 
Advantage should be taken of this in teaching the 
sound work. If conducted properly, it will be, to 
the children’s minds, a pleasant game. 

The teacher may say to her class: “See if you 
can tell what I say,” and then say some such sen¬ 
tence as, “I have a pretty little white c-a-t,” making 
the separation between the sounds very slight. 

Follow this by many examples of the same kind, 
till the children can answer readily; then make the 
separation greater, till the sounds are distinct. 
This ear training cannot be overdone. 


BLACKBOARD READING LESSONS 


About the end of the first month begin to put 
the letters on the board, connecting the sounds 
with them. Make no artificial connections between 
letter and sound; simply show the letter, and make 
the sound often enough for the children to learn it. 
They learn the sounds of the letters in an incredi¬ 
bly short time, evidently on account of their love 
for gibberish. 

The following is a table of elementary sounds 
for the first two years, arranged somewhat in the 
order of ease with which beginners take up the 
sounds, and somewhat according to the frequency 
of use in the words presented in the books: 

First Grade 

FIRST HALF-YEAR 

In selecting words as indicated below, reject all 
that are not in the children’s vocabulary. If the 
children once get the idea of sounding words, such 
as vat , fate , etc., not in their vocabulary, they will 
soon offer meaningless combinations of letters, 
such as bap , fap y etc., and think they are words. 
In teaching the sounds, use transiently words 
that are in the children’s spoken vocabulary, but 
dwell on those that are in the readers. 


BLACKBOARD READING LESSONS 


19 


Teach the sounds in the following groups. The 
order within the group is not essential: 

s t p h f 

v v v v v 

a e 1 0 11 

As soon as the children know sounds enough, 
begin to combine into: 


at 

fat 

it 

sat 

hat 

sit 

pat 


hit, etc. 

1 m r i 

3 n k 

lap 

up 

an 

tap 

■eup 

ean 

rap 

pup 

ran 

nap 


man, etc. 


b d 

S 

bed 

beg 

big 

fed 

leg 

fig 

led 


pig, etc. 


20 


BLACKBOARD READING LESSONS 


a e I 5 u 
make 
take 
lake 

bake, etc. 

ee, § 

see 

seeg 

tree 

trees-s 

feed 

feedsjs, etc. 
ch c w f sh 

Seek illustrations for these in the readers. 

SECOND HALF-YEAR 

Review and reteach first half-years work, 
th as in thin 
th as in then 

Substitute the mark indicated for the one 
given in the dictionary because of the difficulty 


BLACKBOARD READING LESSONS 


21 


children find in recognizing the dictionary 
form. 

j z x y g o it ng wh a oo ou ow 
a o^o y y 

Use words from the readers to illustrate these. 

In such words as bird , her , etc., commonly 
marked with A or ~, omit the accent and mark 
the letter before the r silent. Ex., b^rd. 

Second Grade 

Review and reteach the work of the first year. 
This work cannot be completed in the first year. 
During the second year it must receive all the 
attention necessary to enable the children to make 
out words by sound with the utmost ease—with such 
ease that it can be used in the third grade without 
further teaching. Teach in addition: 

u oi oy 

Do not teach the remainder of the diacritical 
marks. Primary children do not need them. 
Teach only those that they can use. 

Gradually drop the diacritical marks except 
where they are absolutely necessary. Teach the 
children to depend on pronouncing the words in 
syllables. 


22 


BLACKBOARD READING LESSONS 


WRITING 

As soon as the children know some sentences or 
words, they should begin to write them on the 
board in a large hand. 

The teacher should write in the presence of the 
children, to give them an idea of movement, posi¬ 
tion, speed, etc., and then let them copy her writ¬ 
ing. Much training in attention comes from this, 
especially when the children have learned how to 
grasp the crayon and where to begin, and can 
write words that have been written and erased by 
the teacher. 

Children left to themselves to copy writing show 
many peculiarities in their ways of making the let¬ 
ters, frequently beginning at the end and working 
backward, etc. When the teacher writes while 
they look on, much of this is avoided. A little 
formal work in making single letters obviates it 
entirely. 

The teacher should make the letter on a large 
scale, calling attention (which children readily give 
because of their curiosity in people’s movements) 


BLACKBOARD READING LESSONS 23 

to the place to begin and to the proper succession 
of parts, and then let the children try to do the 
same, the teacher observing and giving individual 
aid. 

For the first few days—till the children learn to 
hold the crayon properly, move the arm from the 
shoulder, stand correctly, follow directions, grasp 
with the eye what is made before them, and 
remember to some extent the succession of parts 
in the making—the drawing of a certain number of 
lines side by side, crossing, etc., circles, etc., will be 
found best. Then will come the writing. 

Do not allow the children to use the erasers at 
will. They will erase and patch up parts, and lose 
the view of the whole, and in addition will acquire 
the very bad habit of writing carelessly and erasing, 
instead of doing their best the first time. 

The following orders will be found good in the 
formal work with the letters: 

iuwvmnoadgcel 
hbkj ytpqrsfxz 

oacdgiumnvwey 
jlbhkrst pfqxz 


or 


24 


BLACKBOARD READING LESSONS 


BUSY WORK 

From the very first have the nouns, names of 
colors, and numbers represented objectively on 
little squares of paper, 
with the accompany¬ 
ing words in print and 
script, and with the 
same words on a piece 
of paper for matching. 

This furnishes a de¬ 
lightful pastime for 
the children, and in a 
little while they will 
know the words with¬ 
out the pictures. 

Trace the pictures 
from the readers. 

Colors may be re¬ 
presented by bits of 
colored paper, or by a 
dash of color from a paint brush or colored crayon. 
The numbers are easily represented objectively. 








BLACKBOARD READING LESSONS 


25 


These picture cards are easily made by means of 
a hectograph, which may be obtained from the 
publishers of this book, or it may be made by the 
following recipe: 

1 pint glycerine, 

1 pint water, 

4 ounces gelatine, 

A shallow tin pan, 9x15 inches. 

Write with hectograph ink on ordinary paper, 
let the writing dry, and lay face down on the 
hectograph. Remove in a few minutes and print 
on paper without lines. Wash the hectograph 
with luke-warm water to remove the copy. 

As soon as the children know a sentence, make 
two copies of it, having the words of one exactly 
under the other, cut up one, leaving a and the with 
the words following them, for matching. 

Write groups of familiar sentences on slips of 
paper and fold like a book for the children to 
study and read aloud. 

From Script to Print 

To change from script to print, a short time 
before giving the children the books, print familiar 
sentences and words on the board, side by side with 


2 6 


BLACKBOARD READING LESSONS 


the same in writing. At first select those which 
show the greatest similarity in the two forms. 
Insensibly the children will pass from the large 
script to the large print, and then to the small 
print in the book. 

Note. —In case the teacher wishes to begin by the 
word method, she has only to turn to the vocabu¬ 
lary and teach enough of the words to make a few 
of the sentences given, and then follow the work 
as it is outlined. 


KEYNOTE TO FOLLOWING LESSONS 

The child possesses the ideas, and is able to give 
expression to them; we must get from him this expres¬ 
sion, and then in return give to him the written expres¬ 
sion of the same thoughts. 

Since it is necessary that the child should get himself 
into an appreciative state of mind before he can read with 
real expression, he must be led by appropriate conversa¬ 
tion and other means into the state of mind to be 
expressed, before he undertakes to read aloud.— Andrew 
Thomas Smith, Pd.D., in “Systematic Methodology.’ 



BLACKBOARD READING LESSONS 


2 7 



Lesson I 

I see Kitty. 

She is my kitty. 

She is little. 

She is black and white. 

She can run. 

Run, Kitty, run! 

Catch the mouse, Kitty. 

Kitty, Kitty, Kitty! Come. Kitty, I want you. 

Use the picture for the first part. Transfer it to 
the board, and fill out in black and white. The 











28 


BLACKBOARD READING LESSONS 


children can read the first part, having been taught 
all the words. To bring in my } tell a child he may 
have the kitty for his; then say: “You may read 
[indicating second sentence] whose kitty she is,” 
being careful to use the words she is. 

Point to third sentence. If the children cannot 
read, say: “This tells about her size.” 

“The next one tells what color she is.” The 
child will read it correctly, either because he knows 
the words or because the picture tells the same 
thing. 

Play the second part, having a child for the kitty 
and one for the mouse, before reading it. In giv¬ 
ing the commands use the sentences exactly as 
they stand. Let the children give the commands 
as soon as they know them. Then write the 
sentences on the board, playing them as they go 
down, to enable the children to keep track of them. 
In the end let the children read them while others 
play the game. 

Return to this lesson until the children can read 
it without help. In a word drill following the les¬ 
son, and at a different time of day, drill upon my 
particularly, because it is a new word. Drill 
upon it with both small and capital letters. 

Drill upon old words, also, if it seems necessary. 


BLACKBOARD READING LESSONS 


29 



My kitty is a little kitty. 

She can not catch a mouse. 

She can not catch a bird. 

She can not catch a fish. 

She is too little. 

She can run. 

She can roll a ball. 

She can catch a fly. 

She can find a mouse. 

She can ride in a box. 

She can not read a book. 

Say: “I am going to tell you what kind of a kitty 
my kitty is/’ and write the first sentence on the 







3° BLACKBOARD READING LESSONS 

board. Partly from what you have said, partly 
from knowledge of the words, and partly from the 

picture, the children will 
read the sentence. 

Then say: “This is some¬ 
thing she cannot catch,” 
indicating the mouse on 
the board, or making a 
simple picture. 

Then: “I will write what she cannot catch.” Be 
careful to use these very words, because the chil¬ 
dren — having 
the thought 
completely, and 
unconsc iously 
following your 
form of words— 
will say what¬ 
ever form you 
happen to write. 

During the 
conversation tell 
why the kitty 
cannot do these 
things. Then you have only to say when you 
come to write it: “This tells why Kitty cannot 










BLACKBOARD READING LESSONS 


31 


catch any of these things,” and the children will 
read triumphantly: “She is too little.” 

It will be found here, also, that if the word not is 
put near the sentences and the children are given 
a moment to compare, they will recognize the 
word because of its repetition and connection with 
the thought. 


1 



For the next sentences say: “Here is something 
she can do,” writing: “She can run,” and the class 
will read with ease. 

Rolling a ball on the floor, say: “She can do this,” 
and then tell on the board what 

kitty can do with the ball. 1 " ' | 

I \ 1 r | 


Apply these suggestions to 
the next sentences. At the 
end drill especially on can and 
not, and on such other words 
as seem to need it. 



1 | r" 


_ 1 









32 


BLACKBOARD READING LESSONS 



Lesson III 


Take the ball, Kitty. 

Roll it. 

Run, run, little kitty. 

Catch the ball. 

I want the ball. Roll it to me. 

Play this with the children first, giving com¬ 
mands to the child who is the kitten, then allow¬ 
ing the children to give the commands. Put it on 
the board, one sentence at a time, and have each 
played. Then let one child read and another do 
the actions. 










BLACKBOARD READING LESSONS 


33 



Kitty is little. 
Baby is little. 

A bird is little. 

A fish is little. 

A squirrel is little. 
A fly is little. 










34 


BLACKBOARD READING LESSONS 


Write the first sentence on the board and say: 
“I am telling you about something that is little.” 
Follow this by saying: “I will tell you the same 
thing about Baby,” etc. In the end let the chil¬ 
dren name other things that are little. Write 
them on the board for transient reading, but use 
only the nouns from the above in the word drill 
afterward. 


BLACKBOARD READING LESSONS 


35 



Baby wants a doll. 

I want a kitty. 

Kitty wants a ball. 

My rabbit wants an apple. 
The squirrel wants a nut. 













36 


BLACKBOARD READING LESSONS 


The children already know the words in the first 
three sentences. Draw the pictures of the rabbit 
and squirrel, write the sentences beneath each, and 
show the object each wants. Or substitute the 
pictures in the sentences and then put the words 
in. For word drill put the four words under the 
respective pictures till they are learned 


Lesson VI 

I can see. 

I can see you. 

I can see Mamma. 

I can see Papa. 

I can see Baby. 

I can see Kitty. 

Drill lesson. Ease of sentence to give work in 
expression. 

Substitute pictures for the words, or put the 
words beneath the pictures on the board till the 
children know them. Then write the sentences. 



BLACKBOARD READING LESSONS 


37 



Lesson VII 

See the little black dog. 

He is my dog. 

He likes me. 

I like him. 

He can run. 

He can swim. 

He can catch a rat. 

He can catch a fly. 

He can catch a rabbit. 

He can find a squirrel. 

He can take a book to you. 
He can find the cow. 

He can find the horse. 

He can ride the horse, too. 







38 


BLACKBOARD READING LESSONS 


He likes Papa. 

He likes Mamma. 

He likes Baby. 

Mamma feeds him. 

Papa takes him to ride. 

Baby pats him 

Put the picture of the dog on the board. Write 
the first sentence and have it read, the words 
being old. 

Next: “I will tell you on 
the board whose dog he is.” 
Then say to a child: “Play 
that he is your dog, and 
read/’ 

Next say: “Because he is 
my dog, he does this,” and write: “He likes me.” 
The children know he likes , and they will supply 
me to finish the thought, and thereby learn the 
word. The next sentence comes in the same 
way. 

Now write: “He can run.” Say: “It is some¬ 
thing he can do when a big dog comes at him.” 

Next: “Here is what he can do in the water.” 

Write the next sentences with the pictures in 
place of the words, or write a sentence in full and 































40 


BLACKBOARD READING LESSONS 


then point out the proper picture and say: “This is 
what he can catch.” 

Point to the squirrel and say: “He can find this 
if he is out in the woods.” 

In other words, talk the lesson to the children, 
and then write it, sentence by sentence, giving the 
cue to each one as you put it down. Don’t be 
afraid of telling too much the first few times. 
When children are keenly interested in the thought 
of a piece of reading, one of the quickest and 
surest ways for them to learn the words is to be 
told them. 


BLACKBOARD READING LESSONS 


41 



I have a white flower. 
You have a white flower. 
He has a white flower. 
She has a white flower. 
We have a white flower. 








42 


BLACKBOARD READING LESSONS 


Lesson for expression. Use a white flower or a 
picture of a white flower, and simply make the 
sentences true. 


Lesson IX 

I have a yellow flower. 

I have a red flower. 

I have a blue flower. 

Use yellow, red, blue flowers, or pictures of them 
done with colored crayons. (See picture in Lesson 
VIII.) Work with them as in first month’s work. 


Lesson X 

This flower is yellow. 

This flower is blue. 

This flower is red. 

This flower is white. 

This flower is red and white. 
This flower is blue and white. 

(See picture in Lesson VIII.) 





BLACKBOARD READING LESSONS 


43 


Lesson XI 

This apple is yellow. 

This apple is red. 

This apple is green. 

This apple is red and yellow. 

(See preceding lessons. Also picture in Lesson 
V.) 


Lesson XII 

See my apples. 

I have two apples. 

They are big apples. 

Baby has an apple. 

Baby’s apple is little. 

Baby likes little apples. 

I like big apples. 

Play this to make it true. Use apples. 



44 


BLACKBOARD READING LESSONS 



Papa is big. 

Mamma is big. 

The horse is big. 

The cow is big. 

The dog is big. 

A tree is big. 

A house is big. 

I am not big. I am little. 

See Lesson IV for directions. Some sentences 
are review. Substitute the pictures for the words, 
or point out the pictures as the objects spoken of 
in the sentence. Drill on the new words. 














BLACKBOARD READING LESSONS 


45 


Lesson XIV 

A bird can fly. 

A hen can fly. 

A fly can fly. 

A dove can fly. 

Things that can fly. 

See Lesson IV. Ease of form to give ease in 
expression. 


Lesson XV 

A cat can not fly. 

A rabbit can not fly. 

A horse can not fly. 

Things that cannot fly. 

Drill on nouns and on not , in word drill after¬ 
ward. 















BLACKBOARD READING LESSONS 


4 7 


Lesson XVI 

Papa has a big apple tree. 

It has apples on it. 

They are red and yellow. 

My rabbit likes them. 

He finds them under the tree. 

Papa’s horse likes them, too. 

I feed them to him. 

Say: “This is Papa’s apple tree.” Write the 
sentence and have it read. 

Ask what is on the tree, etc., and write the first 
four sentences, having each read as it is put down. 
The children can readily read these sentences 
from the words they know, and from the conver¬ 
sation. 

Talk a little about where the apples must be for 
the rabbit to find them, how Papa’s horse in the 
barn must get them, etc. Then read, and after¬ 
ward drill on the new words. 


48 


BLACKBOARD READING LESSONS 



Lesson XVII 


See the dove fly. 

She is coming to her nest. 

The nest is in this box. 

The box is her house. 

She has little doves in her nest. 

She has one, two, three little doves. 

They are white. The mamma dove is white, too. 
She feeds the little doves. 

They can not fly. 





























BLACKBOARD READING LESSONS 


49 


Have a conversational lesson about the objects 
in the picture, and those mentioned in the lesson, 
but not visible. Tell it to the children and let 
them take it from the picture. 

Then write it down, one sentence at a time, and 
have it read from the children’s knowledge of 
words, eked out by the thought given in the con¬ 
versation. 

Drill thoroughly on new words afterward. 


Lesson XVIII 

Find a black book. 

Find a blue book. 

Find a white book. 

Find a green book. 

Find a yellow book. 

Find a green and black book. 

Put all these books on the table. Say: “I will tell 
you what kind of a book to find.” The children 
know all the words, and can find it. 

Touch the blue book and say: “I will tell you the 
same thing about this book,” etc. 

Drill on new adjectives afterward and on find 
with small letter. 



50 


BLACKBOARD READING LESSONS 


Lesson XIX 

See the pretty eggs. 

One egg is blue. 

Two eggs are green. 

Two eggs are red. 

One, two, three, four, five. 
Find the blue egg. 

Find a red egg. 

Find a green egg. 

One, two, one, two, one. 

Draw the eggs with colored chalk. 


Lesson XX 

This hen has five chickens. 

She is black. They are yellow. 

The hen feeds the chickens. 

Run, run to mamma! 

See the little chickens run. 

Transfer the picture to the board and color it as 
required. Say: How many chickens has this 
hen?” Be careful to use This hen . The children 
count, and answer: “This hen has five chickens.” 

Next say: “I will write that on the board.” 


















52 


BLACKBOARD READING LESSONS 



Lesson XXI 

This hen has a nest. It is in a box. 

She has no chickens. 

She has eggs—one, two, three, four, five. 

She likes her eggs. 

Get the thought by conversation and from the 
picture, and then put it on the board and have it 
read, a sentence at a time. 























BLACKBOARD READING LESSONS 


53 


Lesson XXII 

I can see a horse. 

I can see a cow. 

I can see a dog. 

I can see a flower. 

I can see an apple. 

I can see a fish. 

Drill. Put these pictures on the board to make 
the reading express facts. See earlier lessons for 
pictures. 


Lesson XXIII 

A dog can swim. 
A cow can swim. 
A horse can swim, 
A rat can swim. 

Drill lesson. 


Lesson XXIV 

See the fish. 

See it swim. 

Kitty wants the fish. 
She can not get it. 
Kitty likes fish. 




54 


BLACKBOARD READING LESSONS 


Lesson XXV 

The fish likes to swim. 

The bird likes to fly. 

The horse likes to run. 

I like to ride. 

Papa likes to read. 

See previous lessons for pictures. 

Say: “This is what a fish likes,” and write the 
first sentence on the board, etc. 

Then: “This is what Papa likes to do when the 
paper is brought in,” etc. 


Lesson XXVI 

Spin the top. 
Roll the ball. 
Read the book. 
Take the apple. 
Find the doll. 
Feed the rabbit. 
Come to me. 

Go to Mamma. 
Catch the cat. 



BLACKBOARD READING LESSONS 


55 


Action lesson. Play this before writing it upon 
the board, until the children are familiar with the 
commands. Then write it, and have it read, sen¬ 
tence by sentence, and the action performed at the 
same time. Drill upon it till the children can read 
the commands readily to others who perform the 
actions. In word drill, drill upon the action words 
with both small and capital letter. 


Lesson XXVII 

My papa has a white horse. 

He is a big horse. 

Papa rides him. 

I have a little horse. 

He is black. I ride him. 

Baby rides the big dog. 

Mamma has no horse. 

She rides papas horse. 

She can not ride my horse. 

He is too little. 

Take the pictures of horses from a former les¬ 
son. Color as required. Children should be toler¬ 
ably familiar with most of these words by this time. 















BLACKBOARD READING LESSONS 



See the squirrel, Papa. 

He is in this tree. 

He has a nut. 

Come and see him, Mamma. 

Run, run, little squirrel! Kitty is coming. 
She can get you. She can go up the tree. 

Make a game of this. 












BLACKBOARD READING LESSONS 



Lesson XXIX 


My papa has a horse. 
My papa has a cow. 
My papa has a dog. 
My papa has a hen. 
My papa has a sheep, 
My papa has a pig. 



The first four 
sentences are 
familiar. Sub¬ 
stitute the pic¬ 
ture for the new 
word in the 
others, or point 
out the pictures 
and then write 
the sentences. 












BLACKBOARD READING LESSONS 


59 


Lesson XXX 

My papa has a Dig white pig. 

The pig eats apples. 

He finds them under the apple-tree. 

I feed the pig. 

Baby likes to feed the pig an apple. 

The pig likes Baby. 

Use the picture of the pig given in the preceding 
lesson. 


Lesson XXXI 

See my pretty white sheep. 

Run, Baby, run! Run, sheep, run! 

Baby wants to see you. 

Baby likes you. 

The sheep likes me. 

I feed him. 

Use the picture of the sheep given in a preceding 
lesson. 



6o 


BLACKBOARD READING LESSONS 


Lesson XXXII 

Oh, see the snow! 

I like the snow. 

It is so pretty and white. 

I can make big snow-balls. 

My little dog likes it, too. 

He likes to run in it. 

Kitty does not like the snow. 

It is too cold. 

Run, run, Kitty! Run to the house. 

The only new words are oh , does , and make . 
These may easily be supplied by a conversational 
lesson. 

Example: 

Q. “What can you make of the snow?” 

Ans. “I can make balls.” 

Q. “What kind of balls can you make?” 

Ans. “I can make big balls.” 

Then say: “I will tell you on the board what I 
can make.” 
































BLACKBOARD READING LESSONS 


63 


VOCABULARY 

1. Words to be represented objectively as indi¬ 
cated: 


kitty 

dog 

cow 

horse 

bird 

hen 

sheep 

chicken 

pig 

cat 

rat 

mouse 

rabbit 

fly 

dove 

squirrel 

ball 

book 

doll ' 

top 

house 

boat 

box 

nut 

apple 

tree 

flower 

eggs 

nest 




mamma 

papa 

baby 

white 


black • 

yellow 

red 


green 

blue 

one 

two 

three four 

five 

2. Action words: 



fly 

swim 

run 

catch 

feed 

ride 

roll 

spin 

find 

read 

come 

go 

take 





6 4 


BLACKBOARD READING LESSONS 


3. Miscellaneous: 

These are used but little compared with those 
above. 


my 

it 

me 

him this 

they 

her 


not 

no 

oh 





too 

to 

up 

under 




can 

pats 

am 

are coming get 

go 

does 

pretty 

snow 






See, 

also, 

the 

list given in 

the text 

near the 


beginning of the book. 
















































- 












































































I 








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